We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byTyler Young
Modified over 2 years ago
© PMB 2007 Assessment for Learning (AfL) Unit 2: Sharing Learning Intentions & Success Criteria
© PMB 2007 In this Unit We Are Learning to… understand what learning intentions and success criteria are; be able to identify and frame learning intentions and success criteria; and identify opportunities for using learning intentions and success criteria in our own classroom.
© PMB 2007 Why Are Learning Intentions and Success Criteria Important? If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place. - (An Intro to AfL, Learning Unlimited, 2004) Learning Intentions What and Why Success Criteria How to recognise success
© PMB 2007 What Is a Learning Intention? A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons. (Learning Unlimited, 2004) Learning Intentions Identify new learning Focus on transferable skills
© PMB 2007 Sharing Learning Intentions 1.Identify what pupils will be learning (We are learning to…). 2.Explain the reason for the learning (This is because…). 3.Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity. 4.Present these in language that pupils can understand. 5.Revisit the learning intention throughout the activity/lesson.
© PMB 2007 What Is the Learning? Knowledge Understanding Skills * Focus on transferable skills when possible
© PMB 2007 Defining the Learning Intention We are learning to… - work effectively in groups. - use evidence to draw conclusions. - identify odd and even numbers.
© PMB 2007 Defining the Learning Intention cont. Activity: What are we doing? - Write a description of your best friend. Learning Intention: What are we learning? - To write an effective characterisation. Context: Vehicle for the learning - Friendship
© PMB 2007 Activity 1 From Doing to Learning Learning Intention Be able to identify learning intentions Be able to frame learning intentions
© PMB 2007 Getting the Learning Intentions Right! ActivityLearning IntentionContext Give a speech for or against smoking To present a point of view in a persuasive way Speech about smoking Draw a bar chart to show how pupils in our class come to school To present information graphically Bar chart on types of transport used to get to school Work effectively in a group to design a leaflet to promote healthy eating To be able to work effectively in a group Healthy eating leaflet
© PMB 2007 Tips: Using Learning Intentions Effectively Start small. Separate the learning intention from the activity instructions. Tell pupils why they are learning it. Use child-friendly language (and/or ensure children have the language of learning). Make it visible (display). Allow time for discussion with pupils.
© PMB 2007 Success Criteria How to recognise success Learning Intentions What and Why
© PMB 2007 Why Are Success Criteria Important? Improve understanding Empower pupils Encourage independent learning Enable accurate feedback
© PMB 2007 What Are Success Criteria? … success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on. - Shirley Clarke
© PMB 2007 Effective Success Criteria… are linked to the learning intention; are specific to an activity; are discussed and agreed with pupils prior to undertaking the activity; provide a scaffold and focus for pupils while engaged in the activity; and are used as the basis for feedback and peer-/self- assessment.
© PMB 2007 Learning Intention: We are learning to write a narrative. Activity: Write a ghost story. I will be successful if: people enjoy reading my story; and it frightens them. I will be successful if: set the scene in the opening paragraph; build up tension/suspense; use spooky adjectives and powerful verbs; and end with a cliffhanger. Effective Success Criteria cont.
© PMB 2007 Additional Examples We are learning to… present an argument. We are learning to… calculate the passing of time in 5-minute intervals. Remember to… include opening and closing statements give reasons for and against use evidence to support use language to persuade Remember to… count from the minute hand stop where the minute hand finishes count in fives go clockwise
© PMB 2007 Activity 2 From Learning Intention to Success Criteria Learning Intention To identify and frame success criteria
© PMB 2007 Frame Your Own Success Criteria Learning IntentionContext To present information graphically Types of transport used to get to school To carry out a fair testConductivity of materials To be able to work effectively in a group Producing a healthy-eating leaflet To research informationUse the internet to find information on life in the trenches in World War One
© PMB 2007 Recapping the Benefits How does the use of Learning Intentions and Success Criteria benefit pupils?
© PMB 2007 Benefits for Pupils (Findings from N.I. Teacher Researchers) Children are more focused and interested, creating a positive learning culture. Their self-esteem is improving also. We have given children the vocabulary to discuss their own work. Success can now be achieved by all, even the weakest children! Pupils are beginning to talk more about how they are learning rather than what they are learning.
© PMB 2007 Benefits for Teachers (Findings from N.I. Teacher Researchers) Sharing learning intentions and success criteria at the beginning of the lessons has resulted in teacher and pupils working more in partnership towards a common goal. Im more sensitive to individuals needs/achievements. Relationships between teacher and pupils are warmer and more positive. My planning is more effective/focused/ thoughtful.
© PMB 2007 Summary To take more responsibility for their own learning, pupils need to know: what they are going to learn; how they will recognise when they have succeeded; and why they should learn it in the first place.
© PMB 2007 Summary cont. Using Learning Intentions and Success Criteria: creates more self-motivated pupils; empowers pupils to become independent learners; improves understanding; and can help focus feedback. This isnt all new but we need to be more systematic about using these approaches in our classrooms.
Learning Intentions and Success Criteria. Learning Intentions Participants will: Understand the benefits of using Learning Intentions and Success Criteria.
Big Ideas, Learning Goals & Success Criteria Backward Planning meets Assessment for learning.
Some Questions? What is Assessment for Learning? Where has it come from? Why should it interest us? How do we make it part of every lesson? How do we take.
APP: Whats Working Well Assessment more integrated AfL and APP – interdependency Teacher confidence – less reliance on frequent testing Share assessment.
D.S.TRUTER ( SCT ). We will ask ourselves: What do the experts say about Feedback? What is Effective Feedback? What does this look like in practice? Where.
Assessment for Learning Promoting Formative Strategies A quick reminder ….What does AfL involve in the classroom? Teachers having an understanding of the.
Making sense of Learning Intentions and Success Criteria.
Success criteria What is it? How important is it? How do we use it in class?
School Based Assessment and Reporting Unit Curriculum Directorate Assessment.
© PMB 2007 Assessment for Learning (AfL) Unit 3: Formative Feedback.
MOVING FORWARD with lesson study Derek Robinson MOVING FORWARD A new way of looking at professional development NCETM Workshop – February 25 th 2009.
Please view the PowerPoint in note form to read the comments attached to the slides and to see how the resources were used. Thanks.
LITERACY IN THE MIDDLE YEARS OF SCHOOLING INITIATIVE Quality teaching in NSW public schools - assisting students needing additional support with writing.
Imagine It! Inquiry. Why Use the Inquiry Process? Instruction in reading, writing, speaking, and listening is often fragmented and lacking in a coherent.
JULY, 2010 Feedback for Student Growth. Learning Targets I can use specific, meaningful feedback with students so that they can understand where they.
So what is I-LIT? Revisiting Information Literacy at AGGS.
© New Zealand Ministry of Education copying restricted to use by New Zealand education sector. Page 1 Effective Feedback.
Leadership Workshop September 4, 2009 Formative Assessment Overview.
Project-Based vs. Text-Based Project-Based is sometimes called Authentic Assessment …a student building knowledge or skills by DOING …
Session Two Review SEF analysis –Benefits –Issues.
Standards-Based Classrooms What are they? How do you build one? West Georgia RESA School Improvement Toolbox Series.
Literacy Across Learning for Managers 25 August 2009 and 23 February 2010.
Its a feeling…. An opinion…. An attitude! Sentence Power!!!!! Its a fact. Its a fact…. Its a real fact!
DEVELOPING STUDENT OWNERSHIP CREATING A VISION FOR INCREASED STUDENT PERFORMANCE….. Owning Learning, Keeping Data, Communicating Results WVDE, Glenna Heinlein.
The curriculum – how inclusive is it?. Questions driving curriculum development Three key questions 3 How well are we achieving our aims? 1 What are we.
Walkthroughs A Vehicle to Promote Student Learning.
Who am I as a Teacher? Final Project My Professional Identity as a Teacher: Beliefs about teaching, learning, literacy and assessment By Emily Mullins.
Assessment is seen as a key tool in planning learning, supporting and monitoring pupil progress DEVELOPING Assessment for Learning.
Securing an outstanding judgement for behaviour and safety Developing pupil leadership.
Eyes on the Prize Creating Learning Targets to Increase Student Success FDRESA 2014.
© 2017 SlidePlayer.com Inc. All rights reserved.